b. The Sample Unit Layout Design
The sample unit served information on the examples of the materials and ways on how to conduct the teaching and learning activities. In the designed unit,
after the title page there were seven parts namely: Share Your Thoughts, Guess the Words, Read Out Loud, Language Notes, Let’s Pratice, Let’s Perform, and
Review. The descriptions and illustrations would be presented as follow.
1 Title Page
The title of the unit was Making and Receiving an Order for Grade XI. The topic was taken from one of the learning topics in the designed syllabus.
Below is the illustration of the title page.
Figure 4.4 The Appearance of the Title page see App9.2
2 Learning Goals
Learning Goals part was provided to inform students the learning goals as the goals were described in the syllabus. Delivering information on learning
goals was important in a Competence-based Learning CBL since CBL required both teachers and students to know the purpose of what they are learning.
“Outcomes are public knowledge, known and agreed upon by both learner and teacher” Richard Rodgers, 2001, p.146. Therefore, this part was presented on
the first section. Due to the importance of this section, the goals were written in Bahasa Indonesia as the st
udents’ first language to make sure that the content was well-delivered. Letting the students know the learning goals would help them do
things on the right track to achieve the goal. Below is the illustration of the Learning Goals part.
4.5 The Appearance of Learning Goals part see App9.2
3 Share Your Thoughts
Share Your Thoughts part belonged to the warming up activity. It aimed to set the students to get ready to learn a new topic. Since it was the beginning
activity, the activity was designed as interesting as possible by using some pictures.This part would provide a situation in which students would use the
knowledge in a real context. They should discuss in English with classmates. This section let the students find some difficult words used in expressing the situation.
Those difficulties they found were expected to enhance their curiousity to know deeper about the topic. It aimed to meet the purpose of a student-centered
learning. Sanchez Ruiz 2008, p. 3 clarify that students in CBL are the true drivers of their own learning, and therefore need certain amount of self-motivation
and supervision, as well as the development of cognitive strategies and cognitive goals that will help them learn and reflect on their learning.
4.6 The Appearance of Share Your Thoughts part see App9.2
Kategori